Researching Adverse Childhood Experiences in a Domestic Violence service: The role of co-operative inquiry groups in practice development and change

The long-term impacts of Adverse Childhood Experiences (ACEs) are of increasing interest to researchers and practitioners. While attention is being paid to the effectiveness of screening for ACEs to improve health and social outcomes, how to implement such practices has become key. The Irish study upon which this article is based used an action research approach to implement ACEs routine enquiry within a domestic violence service, while also utilising co-operative inquiry groups for practitioners within the organisation (n=10) and those working in associated fields of infant mental health, child protection and welfare and community support (n=7). This article documents the process of enacting the co-operative inquiry groups and outlines learning points, challenges and lessons. Drawing on Finlay’s (2002a, 2002b) theories on the variants of reflexivity in research processes, six themes emerged on the research process: insider and outsider status; the structure and approach to the groupwork process; participation in the group process; addressing fears; practice concerns; and motivations to act. We conclude with suggestions for effective co-operative inquiry processes and highlight the factors related to groupwork that may contribute to improvements in practice, organisational and community change.

Creating organisational and practice change through the use of co-operative inquiry groups in healthcare settings

This paper explores the challenges and learning achieved in utilising co-operative inquiry groups as an action research method through the presentation and critical reflection of two different research projects located in health and social care settings. One study was based in a domestic violence agency and the other was based in an age-related healthcare multidisciplinary team in an acute hospital. The paper compares and contrasts the use of a co-operative inquiry approach in these different contexts and explores how the action-based approach affected the way in which practitioners shaped, developed and implemented improved responses and work practices. The paper offers a vivid insight into the complexities of establishing, maintaining and negotiating research relationships where there are inherent power differentials and reveals the strong parallels that can be drawn between research and professional relationships. Learning points fell into three broad areas: participation and engagement within the inquiry group process, power and decision-making and the influence of organisational structures on practice and policy changes. A significant strength of this paper is the reflexive and inquiring conversations which took place between the researchers which facilitated a critical reflection of shared experiences, dilemmas and action learning from utilising a co-operative inquiry group approach.

When teachers become activists

Teacher activist groups (TAGs), which are formed both locally and through online communities, appear to be a growing force in response to the more corporate-driven reform movement of recent decades. The author explains how TAGs seek to influence education policy and practice through organized collective actions, such as protests, letter-writing campaigns, and alliances with like-minded groups. In addition, TAGs promote professional learning through workshops, book clubs, and inquiry groups.